2019-2020年七年級英語上冊 Unit 2 This is my sister教案 人教新目標版.doc

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2019-2020年七年級英語上冊 Unit 2 This is my sister教案 人教新目標版 一、教材分析 本單元學習的是學生最熟悉的家庭成員的稱謂。通過介紹照片中的人物，幫助學生學會This/That is… , These/Those are … 以及詢問人物的特殊疑問句Who is/are …? 本單元生詞較多，并且也開始涉及到名詞的復數(shù)形式，對學生來說有一定的難度。整個單元的都是圍繞照片來談論介紹人物的。由最初單一的家人稱謂到連貫的句子、到對話、到篇章，充分體現(xiàn)了教材內(nèi)容的漸進性和層次性，在教師的指導下學生能不斷地重復掌握本單元的生詞和新句型，從而達到熟練運用所學內(nèi)容介紹家庭成員的目的。 本單元的教學內(nèi)容為： 1. 學習介紹他人；辨認人物。 2. 學習名詞：sister, mother, mom, father, dad, parent, brother, grandmother, grandma, grandfather, grandpa, grandparent, son, daughter, cousin, uncle, aunt, family, day, photo, picture, girl, dog 學習動詞：have 學習代詞：these, those, who 學習感嘆詞：well, oh, bye 學習副詞：here, 學習兼類詞：next adj.& n. 學習介詞：of 3. 學習詞組：in the first photo, in the next photo, two nice photos of my family 4. 學習句型：This/That is … These/Those are … Who’s he/she? He/She is … Who are they? They are … Here is/ are … 5. 了解句子：Oh, I see. Well, have a good day! Thanks! You too. 二、教學目標 1. 通過本單元的學習，學生能用英語介紹、詢問、交流家庭成員。并能用英語對每個家庭成員的關(guān)系進行思考。例如，見到fathers mother,他們能很快反應出是指grandmother。同時能辨別什么時候用名詞的單數(shù)形式什么時候用名詞的復數(shù)形式。 2. 通過對家庭成員的學習，學生能用英語思考，并理清家庭成員之間的關(guān)系，從而激發(fā)他們對家人的熱愛。 三、教學重難點： 1. 熟練掌握各家庭成員的名稱，會讀會說會認，并會用這些詞進行交流。 2. 能正確運用所學詞匯的單復數(shù)介紹他人。 四、課時安排 第一課時：完成Section A 1a – 2c 第二課時：完成Section A 2d – 3c 第三課時：完成Section B 1a– 1d 第四課時：完成Section B 2a – 2c 第五課時：完成Section B 3a – Self check 五、教學步驟 The First Period (Section A 1a – 2c) Teaching aims （教學目標） 1. 學會表述家人的稱謂。 2. 能聽懂有關(guān)介紹家庭成員的對話。 2. 學會介紹家人。 3. 學會用特殊疑問句來詢問家人的稱謂。 Language points (語言點) 1. 詞匯：1)名詞n. sister, mother, father, parent, brother, grandmother, grandfather, grandparent, family 2)代詞pron. those, who, these 3)感嘆詞interj. oh 2. 句型：This/That is … These/Those are … Who’s she? She’s … Difficulties （教學難點） 1. 表示人物稱謂的名詞的讀音及拼寫。 2. 名詞復數(shù)的正確使用。 Teaching steps （教學步驟） 1. Warming-up and revision（課堂熱身和復習） （1）Daily greetings to the students T: Hello, What’s your name? S: My name is … T: Nice to meet you! S: Nice to meet you, too! (2) Revision （復習） 1）T: What’s this in English? (Show some pictures or play PPT) S: It’s a jacket. T: Spell it, please. S: J-A-C-K-E-T, jacket. T: What color is it? S: It’s purple. 2）T: Is he Eric? （指著班上的學生進行問答。） S: Yes, he is. T: Is she Cindy? S: No, She isn’t. She’s Helen. T: What’s his name? S: His name is Bob. 3）T: This is ... （利用書上所出現(xiàn)的人物圖片引導學生說出名字。） S: Alice. This is Alice. T: These are … S: Mike and Tom. These are Mike and Tom. T: That is … S: Frank. That is Frank. T: Those are … S: Cindy and Dale. Those are Cindy and Dale. 【教學設計說明】復習前幾個單元的基本句型，是對所學知識的回顧，也是正式上課前的熱身。讓學生指認班上的同學并詢問姓名，把學生的語言交際放在真實的情境中，可以極大地調(diào)動學生的學習興趣。通過復習學生已知的人物，引出介紹人物的句型。 2. Presentation （呈現(xiàn)新知識） T: What’s this in English? S: (Teacher helps the students to say) It’s a picture/photo. T: Yes, this is a picture of a family. Can you see the woman? This is my mother. (板書mother) She is my mother. Read after me, mother. S: Mother, mother, mother. T: Can you see the man? That is my father. (板書father) He is my father. S: Father, father, father. T: Mother is my parent. Father is my parent, too. （板書parent）These are my parents. (板書these, parents) They are my parents. Read after me. Explanation: 名詞分為可數(shù)名詞和不可數(shù)名詞兩類。可數(shù)名詞有單數(shù)和復數(shù)之分，變?yōu)閺蛿?shù)形式時，一般情況是在單數(shù)名詞后加“-s”，如：pen→pens, parent→parents； （以此方法將圖片上的grandfather, grandmother, grandparents, brother, sister引出） 【教學設計說明】借著上一步復習的句型，拿出一張全家福，引入到family的話題；分別指向相應的人物來介紹，引出新的詞匯，并教學生朗讀，以確保他們發(fā)音的正確。在此環(huán)節(jié)的最后，說明可數(shù)名詞單數(shù)變復數(shù)的最基本用法，為后面進一步的學習埋下伏筆。 3. Work on 1a （完成1a） 1) T: Now, please open your books and turn to Page 7. Look at 1a. You can see a picture of Dave’s family and some words we learned just now. Please match the words with the people in the picture. 2) Check the answers. 3) Ask some individuals to read aloud the words. 【教學設計說明】說到match的時候用手做比劃，示范什么是match。學生完成任務后再抽學生朗讀，主要是檢查他們是否掌握了這些詞匯的讀音。 4. Drill (練習) T: Now, you are Dave. Please cover the answers of 1a by using a piece of paper. And then listen to me carefully. I will give you a letter. You can look at the picture and tell me this letter means. For example, I say “a”. You should say “This is my mother.” I say “b”. You should say “These are my parents.” Understand? T: OK. Let’s begin. Tom, Stand up, please. Your letter is “e”. Tom: This is my grandfather. T: Good job. Next one is … 【教學設計說明】讓學生扮演圖片中的人物Dave，是幫助他們用第一人稱來介紹家庭成員，進一步熟悉剛學到的新詞匯。 5. Work on 1b （完成1b） （1） T: Next, I will play the recording. Please listen carefully, and circle the people the boy talk about in the picture. （2）Play the recording for the first time. Students only listen. （3）Play the recording for the second time. Students listen and circle the words they hear. （4）T: Do you get the answers? Who does the boy talk about? S: … T: Well done. Who does the boy talk about? S: （5）Play the recording again for the students to listen and repeat. 【教學設計說明】此環(huán)節(jié)著重是聽力訓練。讓學生在聽對話的過程中抓住關(guān)鍵詞匯，由于前面已做了一些訓練，因此學生聽起來比較容易，讓他們都有一次成功的喜悅和感受，這樣可以增強他們的學習自信心。 6. Presentation （呈現(xiàn)新知識） Draw a boy and two boys on the board and present the sentences: 1) This is my friend. These are my friends. （教師站在黑板近處） Who’s he? He’s my friend. Who are they? They are my friends. 2) That is my brother. Those are my brothers. （教師站在理黑板較遠的地方） Who’s he? He’s my brother. Who are they? They are my brothers. 【教學設計說明】此環(huán)節(jié)通過教師所站的位置來表示this，these 和that，those的區(qū)別，同時也讓學生明白單復數(shù)形式表達的詞匯是不同的。 7. Work on 1c （完成1c） （1）T: Now you are Dave. Please introduce your family to me. You can use “That’s my … Those are my …” （2）T: Who’s she/he? S: He/She is my … （3）T: Now please open your books at Page 57. Look at Note 1 in Unit 2. Let’s learn the culture: 中外家庭親屬成員之間稱謂的文化差異 【教學設計說明】此環(huán)節(jié)是讓學生運用所學句型來進行操練，有利于鞏固所學句型。同時，讓學生看書后57頁的注解，幫助他們了解中外家庭親屬成員之間稱謂的文化差異。 8. Work on 2a & 2b (完成2a和2b) （1）T: Please turn to Page 8. Look at the words in 2a. Read them aloud. （2）T: Now let’s listen to the recording carefully and circle the words you hear. （3）T: Can you get the answers? Please check the answers. （4）T: Please look at 2b. I’ll play the recording once again, and you match the words with the people in the picture. （強調(diào)match） （5）T: Who is Jenny? S: She is “d”. T: Who’s …? S: … 【教學設計說明】此環(huán)節(jié)進一步鞏固了本堂課所學的詞匯和句型。通過反復聽讀，可以讓學生盡快熟悉生詞。學生將單詞與人物連線，是檢查學生能否根據(jù)所聽到的內(nèi)容辨認圖中的人物。 9. Work on 2c （完成2c） （1）Teacher points at the picture and practices with the students. T: Please look at the picture again. Who’s she? S: She’s Cindy. T: Who’s he? S: He’s her father. （2）Now you can practice talking about the photo in 2b in pairs. 【教學設計說明】此環(huán)節(jié)先通過教師與學生的對話示范，讓學生清楚教師的意圖—怎么進行對話。然后學生兩人一組進行操練，可以使他們更加容易并熟練地掌握本堂課的內(nèi)容。 10. Homework （課后作業(yè)） Oral: 1. 朗讀并熟記第7頁的單詞和句子。 2. 準備一張全家福，用所學的單詞和句型進行介紹。（提醒學生記住在本單元后面的幾堂課上都要使用。） Written:抄寫第7頁的單詞和句子。 The Second Period (Section A 2d – 3c) Teaching aims （教學目標） 1. 學會說家庭成員的稱謂。 2. 學會詢問別人的家庭成員，向別人介紹自己的家庭成員。 Language points (語言點) 1. 詞匯：1）學習名詞：day 2）學習代詞：they 3）學習動詞：have 4）學習感嘆詞：well, bye 2. 了解句子：Oh, I see. Well, have a good day! Thanks! You too. 3. 語法：1）初步學習詞的復數(shù)形式 2）了解縮寫詞：that’s, who’re, who’s, they’re 3）了解同位語： This is my sister Kate. Difficulties （教學難點） 介紹家庭成員時對單復數(shù)詞匯的正確使用。 Teaching steps （教學步驟） 1. Warming-up and revision（課堂熱身和復習） 1. Daily greetings to the students T: Good morning/afternoon, boys and girls! S: Good morning/afternoon, Mr./Mrs. … T: Nice to meet you! S: Nice to meet you, too! T: How are you today? S: I am fine/great/OK. How about you? T: I am fine/great/OK., too. /I am not bad awful/terrible. How is your mother/father/…? / How are your parents? S: She/He is … / They are … T: What’s your name, please? S: My name is (I am) … T: (to the whole class) So that’s … 2. Play a BINGO game. Students write down 9 words on Page 7 in the boxes. Then the teacher reads the words out of order. Students check what they have heard. If three words in a line are checked, they are the winners. T: Please draw a chart like this. Write down 9 words on Page 7. You can write down one word in any box as you like. T: Now I’ll read 9 words and you check what you hear. If you checked three words that in one line, you can say BINGO and put up your hands. If you are the first to say BINGO, you are the winner. 3. Revision Talk about the picture in 2a & 2b using the sentence pattern.. This/That is … Who’s she/he? She’s/He’s … These/Those are … Who’re they? They’re … 【教學設計說明】日常問候是為了幫助學生盡快進入學習的良好狀態(tài)，老師引導他們用不同的語句進行問答，讓他們知道在不同的情景下可以用不同的表達；通過BINGO游戲，讓學生聽辨并鞏固上堂課所學的詞匯；通過詢問學生姓名，用That’s … 句型來介紹這位同學，也可以先問兩個學生，再用Those are …句型來進行介紹；通過談論2a, 2b的圖片，讓學生復習家庭成員的稱謂和介紹人物的句型。這一環(huán)節(jié)為下一步的學習做好了鋪墊 2. Work on 2d （完成2d） 1）T: Look at the conversation in 2d. You can role-play it. （解釋role-play：分角色表演）. Now I give you 5 minutes and you practice it. (While the students are practicing, the teacher moves around and help those who are in need of it. ) 2）T: Now you can look at the picture in 2d and answer my questions. Who are the girls? S: They are Jane, Sally and Kate. T: Who’s Kate? S: She’s Sally’s sister. T: Who’s that boy? S: He’s Sally’s brother. T: What’s his name? S: He’s Paul. T: Are those Jane’s parents? S: No. They are Sally and Kate’s parents. 3）Explain some of the sentences. a. Oh, I see. 噢，我明白了。 b. Well, have a good day! 那好，愿你們（一天）玩得高興！ c. Thanks! You, too. 多謝了！也祝你玩得高興。 （見教材57頁課文注解。） 【教學設計說明】由于上一步的熱身和復習為這一環(huán)節(jié)做好了鋪墊，因此，讓學生直接進行角色表演并不是很困難的。在他們練習中，教師給予適當?shù)膸椭?。然后對學生進行提問，了解他們是否明白圖片中的人物。這一步對學生來說有一定困難，因此，教師在提問后要指導學生回答問題。這樣能很好地培養(yǎng)學生看圖和閱讀的能力。最后讓學生看注解，讓他們更加清楚對話的意思。 3. Grammar Focus （語法焦點） 1）T: Look at the sentences in Grammar Focus. Try to read them aloud. 2）Teacher writes the sentence patterns on the blackboard. This is … That’s … These are … Those are … Who’s she? She’s … Who’s he? He’s … Who’re they? They’re … T: “that’s” is the short form of “that is” “Who’re” is the short form of “Who are” . “ Who’s” is the short form of “Who is”. “they’re” is the short form of “they are”. 3）Suppose you are Sally. Look at the picture in 2d again and introduce the family members to me first. S: This is my sister Kate. That’s my brother Paul. Those are my father and mother. They’re my parents. T: (point at the persons in the picture and ask) Who’s he/she? S: He/She is my … T: Who are they? S: They are my parents. 【教學設計說明】本環(huán)節(jié)的語法焦點是對本單元所學詞匯和句型的小結(jié)，之后讓學生又回到2d的圖片進行談論，是讓他們更好地鞏固所學詞匯和句型。 4. Work on 3a （完成3a） 1）T: Please look at the conversation in 3a. You can plete it by yourself. 2）Ask two students to read aloud the conversation and have a check. 2）T: Now practice the conversation with your partner. 3）Ask some pairs to act out the conversation. 【教學設計說明】本環(huán)節(jié)主要是幫助學生學會能夠根據(jù)上下文來填空，同時檢查學生是否掌握所學句型。 5. Work on 3b （完成3b） 1）T: Look at the picture in 3b. You can make sentences with the words in the three boxes. 2）Ask some students to present their sentences. This is … That is … These are … Those are … 【教學設計說明】本環(huán)節(jié)主要是通過不同的搭配鞏固所學句型。 6. Homework （課后作業(yè)） Oral: 1）熟讀2d & 3a兩段對話。 2）背誦語法焦點上的句子。 3）利用所學基本句型談論自己的家庭照片，在下一堂課帶到課堂，與同伴輪流談論圖片上的人物。（完成3c） Written: 1）抄寫語法焦點上的句子。 2）介紹3b 圖片中的人物，寫出句子，不少于五句。 The Third Period (Section B 1a – 1d) Teaching aims （教學目標） 1. 學會說家庭成員的稱謂。 2. 學會談論家庭成員。 3. 能聽懂有關(guān)介紹家庭成員的談話。 Language points (語言點) 1. 學會以下家庭成員的稱謂 son, cousin, grandpa, mom, aunt, grandma, dad, uncle, daughter 2. 熟練運用以下句型 These/Those are… This/that is … Who is/are … He/She is … They are … Difficulties （教學難點） 1）在介紹或談論家庭成員時，注意學生口語中的單復數(shù)運用。 2）注意uncle, aunt 和daughter的拼寫形式。 Teaching steps （教學步驟） 1. Warming-up and revision（課堂熱身和復習） 1. Daily greetings T: Good morning/afternoon. Who’s on duty today? S: I am. T: Is everyone here today? S: Yes. Everyone is here. / No, … is not here. T: Thank you. 2. Revision T: Have you brought your family photos? Now please take out your family photos and introduce your family members. S: This is my mother. These are my grandparents. T: Is this your brother? S: No, it isn’t. He’s my friend. T: Is this your father? S: Yes, it is. 【教學設計說明】本環(huán)節(jié)一方面是為了讓學生盡快進入英語課堂氛圍，另一方面，也檢查了學生的課后作業(yè)，了解他們是否帶上照片并向同伴介紹了照片上的人物。同時引入一般疑問句進行提問，為下一步的教學做好了鋪墊。 2. Presentation （呈現(xiàn)新知識） 1）通過多媒體展示一張全家福，介紹上面的人物，呈現(xiàn)生詞dad 和mom。 e.g. I’m Ben. This is my dad. This is my brother. This is my sister. This is my mom 2）照片中人物做自我介紹，呈現(xiàn)生詞son和daughter。 e.g. I’m Tom. These are my parents. I am their son. I’m Mary. Those are my parents. I’m their daughter. 3）通過出示圖片做猜測游戲呈現(xiàn)uncle 和aunt e.g. I’m Ben. He is not my father. He is my father’s father. He is my uncle. She is not my mother. She’s my mother’s sister. She is my aunt. 4) 通過展示叔叔一家的圖片，引出cousin。 e.g. Here is a photo og a family. Look at the boy and the girl in this photo. They are not my brother and sister. The boy is my uncle’s son. He is my cousin. The girl is my uncle’s daughter. She is my cousin, too. They are my cousins. 【教學設計說明】教師事先準備自己或明星的全家福，引起學生的學習興趣，在一步步的猜測介紹中引出生詞，及時板書。在這一環(huán)節(jié)中，老師可以通過學生已知的詞匯引導他們說出新詞匯。如：教師提示mother’s sister，看有沒有學生說出aunt。這樣，既活躍了課堂氛圍，也使學生對人物之間的關(guān)系有了更深的印象。在口語中，教師有意識地使用Here is …句型，為下一課的Here are …句型的學習做一個鋪墊。 3. Work on 1a （完成1a） 1) T: In my family, my grandpa is the oldest. (板書oldest并用body language表述) Who is the oldest in your family? S: My grandpa, too. T: Every family has a family tree. Can you finish the family tree in 1a? S: Yes. While the students are working, the teacher moves around to see what the students write. 2) Check the answers and ask students to read aloud the words. 3) T: Look at the family tree. My grandpa and grandma have a son and a daughter. One is my dad, the other is my aunt. My dad and mom also have a son and a daughter. I am their daughter. My brother is their son. I am my brother’s sister. My aunt and uncle only has one daughter. She’s my cousin. 【教學設計說明】教師先引導學生完成家譜，然后再以第一人稱的方式介紹家庭成員之間的關(guān)系。幫助學生進一步鞏固詞匯，理清家庭成員之間的稱謂。 4. Work on 1b （完成1b） 1）T: Let’s listen to the recording in 1b. I’ll play the recording once. You only check the words you hear. （If the students can’t hear clearly, play the recording once again.） 2) Check the answers and ask some individuals to read the words aloud. 【教學設計說明】由于學生對生詞已有了較為深刻的印象，因此，讓他們勾出所聽到的詞匯并不困難。抽單個學生朗讀，是為了檢查學生是否能正確發(fā)音。 5. Work on 1c （完成1c） 1）T: Look at the two pictures in 1c. Who are they in the first picture? Can you guess? S: They are Grandpa, Grandma, Mum, Dad, Uncle … （只要學生能說出人物的稱謂就加以鼓勵） T: Well done. Can you guess who they are in Picture 2? S: They are Grandma, Mum, Dad and a boy. T: Quite well. One of the pictures is Jiang Tao’s, and the other one is Tom’s. Do you know which one is Jiang Tao’s and which one is Tom’s? S: No. T: Now let’s listen to the recording and find out the answers. 2）Play the recording once again for the students to listen and find out the answers. 3) Check the answers and play the recording for the students to listen and repeat. 【教學設計說明】從圖片入手，教師引著學生先談論，講明要求再聽，不但降低了聽的難度，讓學生都有成功的喜悅，同時也培養(yǎng)了學生專心聽的習慣。 6. Work on 1d （完成1d） 1）Teacher draws a picture of his/her family and friends on the blackboard and introduces the people. 2）T: Now you can draw a picture of your family and friends. 3) Ask one or two students to show their pictures and tell the class who they are. T: Tim, Can you show me your picture? Who are they? Can you tell me? S: This is my … and These are my … 4) T: Now you can tell your partner about your picture. 【教學設計說明】在讓學生動手畫之前教師要給以示范，讓學生知道從哪兒入手。抽一、兩個學生介紹自己的照片，也是給其他同學做出示范，讓他們知道怎樣介紹圖片。如果時間太緊，就讓學生把這一任務作為課后家庭作業(yè)。 7. Summery ( 小結(jié)) 1）T: Next，please answer my questions. a. How many family words do you know? b. Can you make a family tree about your family? c. What problems do you still have? 2）Exercises Fill in the blanks. 1. Lucy is a girl. She is her father’s __________. 2. Jim is his father’s ____. 3. My father’s sister is my ______ . 4. Kate’s father’s brother is her _________. 5. Tim’s father is my uncle, so Tim is my ________. 6. His parents are his ______ and _______. 7. My grandparents are my ______ and_________. 8. My father has no brothers, and so I haven’t any ________. 9. My father has two sisters, and I have two ________. 10. I am the only child of my _______. I have no ________ or _______. 【教學設計說明】通過回答問題，了解學生對本堂知識的掌握程度；根據(jù)提示填空，是幫助學生從另一角度理清家庭成員之間的關(guān)系。 8. Homework （課后作業(yè)） Oral: 1）朗讀并背誦本堂課所學的生詞。 2）口頭介紹自己的全家福及朋友的全家福。 Written: 1）抄寫本堂所學的生詞各三遍。 2）在作業(yè)本上寫出句子介紹自己的全家福。 【教學設計說明】給學生布置書面表達不僅是檢查他們能否掌握本單元的基本句型，同時也是培養(yǎng)學生觀察圖片，養(yǎng)成能說會寫的好習慣。 The Fourth Period (Section B 2a – 2c) Teaching aims （教學目標） 1. 學會區(qū)分英文名的性別。 2. 進一步鞏固并熟練掌握人物稱謂。 2. 能根據(jù)圖片和描述，理解短文。 Language points (語言點) 1. 詞匯：1）名詞n. photo, picture, girl, dog 2）副詞adj. here 3）介詞prep. of 4）形容詞兼名詞adj. & n. next 2. 詞組：two nice photos of my family in the first photo in the next picture the name of the dog 3.句型： 學會使用Here are/is … 鞏固并熟練掌握These are … Difficulties （教學難點） 1）運用閱讀策略引導學生進行短文閱讀。 2）幫助學生理解倒裝句In the next picture are my brothers. Teaching steps （教學步驟） 1. Warming-up and revision（課堂熱身和復習） 1. Daily greetings T: Good morning/afternoon. Who’s on duty today? S: I am. T: Is everyone here today? S: Yes. Everyone is here. / No, … is not here. T: Thank you. 2. Revision 1）Teacher shows a photo of his/her family and friends to the students and introduces the people in it. 2）Ask some students to show the pictures they drew and introduce the people in it. 3）Play a guessing game Ask some individuals to show their pictures and get the others to ask using the sentence pattern: Is that your…? Are those your …? Who’s he? Who are they? The student who is showing the picture answers their questions. Each student only guess no more than three times. 3. Have a dictation Teacher reads some words and sentences the students learned in the last period. And ask the students to write them down. 【教學設計說明】日常問候是為了幫助學生盡快進入學習的良好狀態(tài)；教師展示相片并進行介紹一方面是幫助學生回憶上一堂課的內(nèi)容，同時也是給學生做示范，讓學生能模仿介紹自己的全家福等照片；學生展示他們所畫的圖片，讓其余的學生用疑問句來進行猜測，是幫助學生在真實的語言環(huán)境中進行交際，增強他們的學習興趣；聽寫是為了檢查學生課后是否完成復習上一堂課的任務。 2. Playing a game — Who can be the quickest?（做游戲——看誰反應快？) 老師說出人物之間的關(guān)系，學生說出其稱謂?？凑l最先說出。 e.g. T: Father’s father. S: Grandfather or grandpa. T: mother’s sister. S: Aunt. 【教學設計說明】此環(huán)節(jié)一方面是是幫助學生理清家庭成員之間的關(guān)系，另一方面是檢查學生對家庭成員的稱謂是否掌握。 3. Work on 2a （完成2a） 1） T: What’s your name? S: My name is … T: In this unit we have known some English first names. Can you tell me? S: Yes. They are Jenny, Bob, Jack, Linda, Tom, Mary, Kate, Jane, Sally, Helen, Eric, Cindy, John and Paul. （While the students are talking, the teacher writes them on the blackboard. ） T: You did well. But do you know which names are for male and which names are for female? （Explain） Boys and men are males. For example, Li Long is a male. Mr Zhang is a male. （列舉幾個班上的男生或男老師） Girls and women are females. For example, Li Xia is a female. Miss Liu is a female. Understand? 2） Now, please look at 2a on Page 11. Write down the male first names in the first box and the female first name in the second box. 3） Check the answers. 【教學設計說明】此環(huán)節(jié)主要是幫助學生分清常見英文名適用的性別，了解male，female這兩個詞。 4. Work on 2b & 2c （完成2b & 2c） Before reading: Talk about the pictures. T: Here are two photos. （板書：Here are …）Are they photos of a family? S: Yes. T: Who are they? Do you know? S: No. T: Who is talking about the photos? Do you want to know? S: Yes. While reading: 1)Fast reading T: Now please read the passage next to the two photos quickly and find out who is talking about the photo. S: Jenny. T: Is Jenny a male or a female? S: A female. T: You are great. 2) Careful reading a.